Thank You For Joining Us In Our Session, The WRITE Way To Teach SCIENCE

The WRITE Way to Teach SCIENCE Turner & Evans. 2011. Page 1

Thank you for joining us in our session, The WRITE Way to Teach SCIENCE! We hope that our session was helpful and meaningful to you; and that you now are more knowledgeable in ways to effectively incorporate writing in your science classroom. This packet is designed to both help you remember what we discussed, as well as to provide templates and samples for you to use when you implement these strategies in your classroom. Enjoy!

Sincerely, Caroline Turner & Angela Evans [email protected] [email protected] Promoting Public Writing in the Science Classroom Remember, Public Writing in the classroom are “intentional, highly polished pieces of writing that students take the time, do the thinking, and invest enough effort to say, ‘This is my best’” (Daniels, H., Zemelman, S., & Steineke, N. Content-Area Writing: Every Teacher’s Guide. 2007. p. 113).

Sample Science Rubrics:

Here are two sample rubrics for a water cycle journal writing. The concept could be adapted to work for any unit! Objective WOW! 20 Good job 15 Keep Working 10 Idea and Content 1. The student included Included all 4 processes Included 3 or 2 Included 1 or 0 processes information about each process processes of the water cycle

2. The student included details Included 3 or more Included 2 detail Included 1 or no detail about each process. detail sentences about sentences about each sentences about each each process process process

3. The student included reasons why the water cycle is important. Included 4 or more Included 3 sentences Included 2 or less sentences about why it about why it is sentences about why it is is important important important

Word Choice 4. The student included and used correctly in context newly Included 4 or more Included 3 newly Included 2 or less newly acquired vocabulary words, such newly acquired acquired vocabulary acquired vocabulary words as: vocabulary words words correctly correctly Beneficial, thrive, perish, correctly stomata, population, water vapor, transpiration, precipitation, condensation, evaporation

Organization 5. The student’s reflection was written with a clear and logical sequence of information. The WRITE Way to Teach SCIENCE Turner & Evans. 2011. Page 2

Here is the second rubric sample:

Expectations YES! I’m getting it! Hmmm? Not so much!

1. The student included a detailed and a correctly labeled illustration of the water cycle. *labeled the sun made of gas 4 3 2 1 *labeled evaporation, condensation, precipitation, and collection 2. The student wrote detailed, clear, and complete sentences. 4 3 2 1

3. The student’s writing was neat and used correct spelling, 4 3 2 1 capitalization, and punctuation.

4. The student included in their writing the correct process of the water cycle. 4 3 2 1

5. The student included in their writing the key vocabulary words. *sun *light energy 4 3 2 1 *heat energy *beneficial

6. The student included in their writing how the sun is involved in the 4 3 2 1 water cycle. 7. The student demonstrated a clear understanding of the water cycle and how the sun is involved in the 4 3 2 1 process. The WRITE Way to Teach SCIENCE Turner & Evans. 2011. Page 3

Writing Rubric Use this rubric when students are writing a longer, public piece of writing. The rubric is adapted from the STAAR Writing Rubric, with a section for you to fill in the specific items students should be writing regarding the content. Criteria 4- Exemplary 3- Proficient 2- Emerging 1- Novice Wow! Almost There On the Way Not Yet Content [Fill in for appropriate unit] [Fill in for appropriate unit] [Fill in for appropriate unit] [Fill in for appropriate unit] Organization / The organization of the The organization of the writing The organizing structure of the The organizing structure of the Progression writing is appropriate to the is appropriate to the stated writing is evident but may not writing is either inappropriate or stated purpose and is purpose and is, for the most always be appropriate to the not evident. responsive to the specific part, responsive to the specific stated purpose or the specific demands of the prompt. demands of the prompt. demands of the prompt.

All ideas are clearly related to Most ideas are related to a Most ideas are generally related Most ideas are generally related the central idea and are clear central idea and are to the topic, but the central to the topic, but the central idea focused on the topic. focused on the topic. ideas may be weak or may be missing, unclear, or somewhat unclear. illogical.

The progression of ideas is The progression of ideas is The progression of ideas is The progression of ideas is weak. coherent and well controlled. generally controlled. For the inconsistent. At times Lack of meaningful transitions Meaningful transitions and most part, transitions are transitions and sentence-to- and sentence-to-sentence strong sentence-to-sentence meaningful, and sentence-to- sentence connections are too connections makes one or more connections clearly show sentence connections are perfunctory or weak to clearly parts of the essay unclear or relationships among ideas logical through most parts of show the relationships among illogical. throughout the writing. the writing. ideas. Development The development of ideas is The development of ideas is The development of ideas is The writer’s development of of Ideas effective because the details sufficient because the details minimal and remains at a ideas is weak because the details and examples are specific and and examples are specific and surface level because the details and examples are inappropriate, well chosen. The writing is appropriate, adding some and examples are somewhat vague, or insufficient. The writer’s thoughtful and engaging. substance to the writing. The inappropriate or are too briefly approach to the prompt may be writing reflects some depth of or generally presented. The vague or confused, thought. writing reflects little or no depth demonstrating a lack or of thought. understanding of the task. Use of The writer’s word choice is The writer’s word choice is, for The writer’s word choice may The writer’s word choice may be Language / very effective, and the most part, effective. be basic or simplistic. general and imprecise or contributes to the clarity of unsuitable for the purpose, and Conventions the writing. may impede the clarity of the writing.

Sentences are varied and Sentences may be awkward or Sentences may be simplistic, Sentences are purposeful, generally controlled, somewhat uncontrolled, awkward, or uncontrolled, varied, and well controlled, contributing for the most part weakening the effectiveness of weakening the effectiveness of enhancing the effectiveness to the effectiveness of the the writing. the essay. of the writing. essay.

The writer demonstrates a The writer demonstrates a The writer has little or no The overall strength of the general command of partial command of command of conventions. Serious conventions contributes to conventions. Although some conventions. Some distracting and persistent errors create the effectiveness of the errors may be evident, they errors may be evident, at times disruptions in the fluency of the writing. Although minor errors create a few (if any) disruptions creating minor disruptions in writing and sometimes interfere may be evident, they do not in the fluency of the writing, the fluency or meaning of the with meaning. detract from the fluency of and they do not affect the writing. the writing or the clarity of clarity of the writing. the writing.

You can add or delete sections of the rubric to best fit the needs for your assignment.

For example, for a volcano writing project, the following section was used for the content portion of the rubric: Content The writer includes all The writer includes most The writer includes some The writer does not include necessary content about the necessary content about the necessary content about the necessary content about the volcano, including the location, volcano, including the location, volcano, including the location, volcano. height, timeline of eruptions, height, and timeline of height, and other facts. A and other facts. eruptions. timeline of eruptions is not included. The WRITE Way to Teach SCIENCE Turner & Evans. 2011. Page 4

Here is a sample of criteria to add for the research portion of the rubric: Work Cited and The writer researches the The writer researches the The writer researches the The writer researches the volcano Research volcano from a variety of volcano from a few expert volcano from a few expert from only one source, and does expert sources, and includes sources, and includes the sources, and attempts to not include the correct citation the correct citation for each correct citation for each source. include the citation for each for the source. source. source.

Here is a sample of criteria to add for a persuasive piece of writing: Persuasive Research includes a stance, Research includes a stance, Some research includes a Minimal research does not allow Writing four or more reasons with three reasons with explanation stance, one or two reasons the writer to take a stance. None explanation and citation that and citation that support the with explanation and citation or one reason may be provided, Elements support the argument. argument. Research is based on that support the argument- but the explanation and citations Research is based on information from a few sources. though some ideas may not be are underdeveloped. Research is information from a variety of well-connected. Research is based on only one resource. sources. based on information from a minimal number of resources.

Lab Conclusion Rubric Here is a sample of a simpler rubric to use for laboratory conclusions: 1 2 3 4 Student attempted to Answer to investigation Answer to investigation is Answer to investigation is answer investigation question is not completely explained clearly explained question explained

Evidence to support Evidence to support Evidence to support Evidence to support answer has many answer is described but answer is described but answer is described with inaccuracies or no evidence there are several there are some accuracy and detail is given inaccuracies or details are inaccuracies or details are missing lacking

Evidence is difficult to Explanation is not well Explanation is well Explanation is well follow or does not make reasoned reasoned by clarity of reasoned and written with sense writing could be improved clarity The WRITE Way to Teach SCIENCE Turner & Evans. 2011. Page 5

Co-Constructing Criteria with Students: Here is an example of co-constructing criteria with sixth grade students for writing a paper to compare and contrast potential and kinetic energy.

Here are some samples of student work to compare providing just a prompt for students versus co-constructing the criteria with students. Sample #1 (Only a prompt provided) Sample #2 (Prompt provided and co-constructing criteria with students) Student #1 Student #2 Student #3

Focus Correction Areas (FCAs) Sample: Astronomy Essay Prompt

Prompt: As we have discussed in class, NASA is planning on returning to the moon in the year 2020. Do you agree that we should go back? Write a response persuading NASA that we either should or should not go back to the moon. You need to include at least 3 reasons to support your argument.

FCAs: 1. Take a stance of whether NASA should or should not return to the moon _____/1 2. Give at least 3 reasons and explain each to argue your side _____/6 3. No more than 2 GUMS (grammar, usage, mechanics, and spelling) mistakes _____/3 Total: ______/10 points

Writing Plan Sample: Electric Current Essay

Explain what electric current is and the characteristics of an electric circuit. Then describe the difference between a conductor and an insulator.

Plan: [On the actual writing plan, leave space for students to fill in their information.] 1. Introduction sentence/thesis statement:

2. Body Paragraph: a. Electric current is:

b. The characteristics of an electric circuit are:

c. The difference between a conductor and an insulator is:

3. Conclusion sentence. The WRITE Way to Teach SCIENCE Turner & Evans. 2011. Page 6

Checklist Sample: Prompt: You are a geneticist. You are experimenting with pea plants to determine the probability of various traits for the offspring. Please write an essay explaining the probability that the offspring will be tall (T) or short (t) if you cross two heterozygous parents.

Be sure to include the following:  The genotypes of the parents that you will be crossing  A Punnett Square to show the results  An explanation of the percentages for each possible offspring’s genotype  An explanation of the percentages for each possible offspring’s phenotype

Promoting Quick Writes in the Science Classroom Remember, Quick Writes, or Writing to Learn, writing pieces are everyday instances of writing that are used as a tool of thinking (Daniels, H., Zemelman, S., & Steineke, N. Content-Area Writing: Every Teacher’s Guide. 2007. p. 22).

Admit Slips: An admit slip is used for students to bring a short written response to science class that requires them to think and reflect on the previous day’s lesson. This could be done on a notecard, in their science notebook or learning log, or on a template similar to the one pictured below. The teacher collects the admit slips from students as they enter the classroom. (Or, it could be used as a warm-up activity to start class, instead of requiring students to complete it at home.) There are many ways to use admit slips after they have been completed, including choosing a few to use as discussion starters with students; having students read their admit slips aloud to the class; having students exchange admit slips with a peer to read and respond. (Adapted from: Daniels, H., Zemelman, S., & Steineke, N. Content-Area Writing: Every Teacher’s Guide. 2007.)

21 st Century KWL: The “upgraded” KWL has another component: the “H”. The “H” can stand for a variety of things, including: • How can we find the answers to these questions? • How can we find out what we want to learn? • How did the learning take place? • How can we learn more? • How will we find the information?

K W H L What do I know? What do I want to know? How do I find out? What have I learned?

Another new version of the KWL is the KWHLAQ (aka “The Alphabet Soup”). The components include the normal KWL plus: H- How will we find out the answers to our questions? Students need to THINK about what resources are available to help them find the answers. Students need to think about where they can find the information. A- What action will we take? This is another way of asking how students are applying what they have learned. The WRITE Way to Teach SCIENCE Turner & Evans. 2011. Page 7 Q- What new questions do we have? At the end of a unit of inquiry there should be time to reflect on whether we have successfully addressed our initial questions and whether we have come with other questions. Actually, if the unit is successful there should be more questions—we should not be “done” with learning. (Adapted from: http://langwitches.org/blog/2011/07/21/upgrade-your-kwl-chart-to-the-21st-centure/)

K W H L A Q Know Want How Learned Action Questions

What do I know? What do I want How do I find What have I learned? What action will I What new questions do I to know? out? take? have?

Clustering: Clustering, or making a Bubble Map, allows students to get their thoughts down on paper. It also allows students to see connections between concepts. By using the clustering strategy, students organize their understanding, which will also promote effective organization when they begin writing.

Sample Clustering:

Writing Break: Writing breaks are used periodically throughout the class period when the teacher stops teaching and asks students to reflect—in writing—on what they have learned. It allows students to pause and think about what they are learning. After allowing a few minutes for students to respond to a writing prompt, have a quick partner or whole group sharing. This strategy could be used during class discussions, lectures, in-class reading, and while watching educational videos. General questions, such as the samples listed below, could be asked. Content-related questions could be asked as well.

 What piece of information stands out and seems really important? Why?  What does this remind you of? The WRITE Way to Teach SCIENCE Turner & Evans. 2011. Page 8  What questions do you still have?  Rate your understanding of the material on a scale of 1 to 5. What makes sense? What’s confusing you?  What are you thinking about right now? Writing breaks not only allow students to retain more information (because they are both writing and talking about the information), but it also allows the teacher to see where there are misconceptions and confusions. (Adapted from: Daniels, H., Zemelman, S., & Steineke, N. Content-Area Writing: Every Teacher’s Guide. 2007.)

Correspondence: Having students write their teacher letters a few times a school year, and the teacher responding to those letters, proves to change the classroom. Not only will students gain a deeper understanding of the content, but the teacher will have a better understanding of how to effectively teach them. And, a more meaningful relationship with between the teacher and the students will be developed as well. (Adapted from: Daniels, H., Zemelman, S., & Steineke, N. Content- Area Writing: Every Teacher’s Guide. 2007.)

Writing Conversations: Through Writing Conversation students are permitted (even required!) to write a letter to a peer about the curriculum. The teacher can provide specific questions or the topic that he/she would like to students to write about. After completing the letter, students deliver it. Responses are then made to the original letter. This can be done in class, where students deliver and respond to letters right away. Or, students can write letters over a period of time so they have more time to reflect and respond. (Adapted from: Daniels, H., Zemelman, S., & Steineke, N. Content-Area Writing: Every Teacher’s Guide. 2007.)

Round-Robin Writing: Round-Robin Writing is similar to Writing Conversations except that students are in small groups. Each student spends a given amount of time responding to a content-specific prompt. When the time is up, students pass their papers to another student in their small group. Students then read the response and add their own thoughts. This process continues until the students get their original response back. Students then read all of the discussion responses that were written on their paper. Time for whole-class debriefing is recommended.

Nonstop Write: Nonstop Write is an effective strategy to use to practice for assessments that are timed. Students write down as much information that they can to answer the prompt in the time allotted. Three rules are established for a Nonstop Write: 1. Students must write the whole time; 2. Students must not bother other writers; 3. Students must write in complete thoughts. (In other words, bulleted lists, for example, are acceptable. Random letters or words are not.) Some sharing should take place after the Nonstop Write to promote discussion.

Learning Log / Thinking Log Learning Logs, also known as Thinking Logs, are used to promote students’ metacognition. Students reflect on their learning through writing. They may choose one or more stems from a provided list (see samples below); or they can come up with their own. (Adapted from Keeley, P. Science Formative Assessment: 75 Practicial Strategies for Linking Assessment, Instruction, and Learning. 2008.)

Learning Log Stems:  I was successful in…  I will understand this better if I…  I got stuck…  I stopped…because…  I figure out…  I think tomorrow I would like to try…  I got confused when…so I…  The hardest part of this was…  I didn’t expect…  I figured it out because…  I think I need to redo…  Right now I am thinking about…  I need to rethink…  I wish I could… The WRITE Way to Teach SCIENCE Turner & Evans. 2011. Page 9  I first thought…but now I realize…  I really feel good about the way…  I’m not sure…  What puzzled me the most was…  I was really surprised when…

Memo: Memos are an effective strategy to use after students have completed a project of a public writing piece. A memo requires students to think about what they learned, and reflect on that learning. Depending on the questions asked, it may also require students to self assess their work. Sample Memo Questions:  What did you learn by completing this project?  What objective did you master by completing this project? Provide evidence.  Which part of the project illustrates your best work? Why?  Which part of the project did you have trouble completing? Explain.  What did you like about this project?  If you could design the directions for this project, what would you change? Why?  What part of the project would you like some feedback on?

Sentence Stem: Sentence stems can be used during numerous writing activities, including admit slips, learning logs, and exit tickets. By providing students with a sentence starter, students have direction and a focus for what to write. This is especially important for ESL students. See the Learning Log section for sample stems.

Exit Ticket: Exit Tickets are used at the end of class for student reflection. A specific prompt regarding the content can be used in order for the teacher to use the feedback to guide instruction for upcoming lessons. Or, a general prompt can be assigned to promote students’ metacognition.